How MOOC instructors view the pedagogy and purposes of massive open online courses

Suzannah Evans, Jessica Gall Myrick

Research output: Contribution to journalArticlepeer-review

41 Scopus citations

Abstract

Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education.

Original languageEnglish (US)
Pages (from-to)295-311
Number of pages17
JournalDistance Education
Volume36
Issue number3
DOIs
StatePublished - Sep 2 2015

All Science Journal Classification (ASJC) codes

  • Education

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